14 th October 2009 Subject Leader Development Meeting

14th October 2009

Subject Leader Development Meeting

Walking world- a rich task

The aim of this activity is to develop a rich task that enables students to develop process skills, functional skills and PLTS.•Working in groups of three – assign one person to be the “strategy observer”, the other two are “do-ers”•Use the cards and the A3 sheet to complete the activity•The observer makes notes on any strategies seen•Once completed, the observer feeds back to the table on strategies seen.

Walking world

• As a whole group put the cards in order to show the strategies used to solve the problem, using the observers notes to help.

• Some of the cards may be redundant and you may wish to add some of your own using the blanks required.

Outline

Setting the scene: changes to assessmentUsing ICT – from viewers to usersUpdates (Provisional KS4 results, Narrowing the

Gap, One-to-one tuition update, new Ofsted framework, Parents project)

Off the cuff to Wardrobe essentials: curriculum development

Leading a department: launching your vision

Setting the scene

Upcoming changes to assessments

2 unit ASA level pilots

Timeline for change

Nowold ks3 new ks3

old ks3 old/new ks3 new ks3

old ks3 new ks3old/new ks3

APP – embedding APPKS3 – beginning APP – developing


new GCSEnew GCSE

Functional SkillsF Skills pilots


Functional SkillsF Skills pilots

new GCSEcswk GCSE new GCSE

Launch Last year Now 2010/11 2011/12

Y7

Y8

Y9

Y10

Y11

Y12

So what’s new?

BTEC Maths

New GCSE for current Y9 beginning during 2010

FSMQsFunctional Skills (it’s still a pilot)

Paired GCSE Maths – pilots beginning now

GCSE 2012: the QCA view

How questions will change:• Less structure• Choice of approaches• Link areas of mathematics

GCSE Twin Pilot• Each is distinctive and of comparable demand • Together cover the programme of study • 3 year pilot beginning 2010 alongside new GCSE• Independent evaluation• Ministerial decision about roll out (2015 at the earliest)• ACME and JMC involved in development• All three Unitary Awarding Bodies to offer pilot pair

GCSE Twin Pilot

Distinctive Content

Statistics, Measures

Distinctive Content

Algebra, Geometry, Probability

Permitted Overlap

Numbers, Graphs, Geometry

Add’l Distinctive Content

Financial & business Applications

Linear programming

Additional Distinctive Content

Tiling Patterns,Proof

Applications of Mathematics Methods in Mathematics

Need to know…

• Watch exam board and QCA websites for updates

• Know where the SATs and GCSEs are heading

• Will current Y9 be ready?• Will Diploma students be ready?• Other year groups??• Beware early entry!

ICT in mathematics

Moving pupils from ‘viewers’ to ‘users’

Aims

• To introduce an example of how teaching and learning can be organised to encourage pupils to use ICT in ways which develop key mathematical processes.

• To examine the role ICT plays in problem solving contexts and the approaches taken by teachers and pupils.

Understanding the score

‘…, the majority of pupils had too few opportunities to use and apply mathematics, to make connections across different areas of the subject, to extend their reasoning or to use information and communication technology (ICT).’

Mathematics: understanding the score Ofsted 2008 Executive summary

Ofsted grade descriptors (July 09)

Outstanding

Good

SatisfactoryAdequate use is made of a range or resources,including new technology, to support learning.

Good and imaginative use is made of resources,including new technology to enhance learning.

Resources, including new technology, make a marked contribution to the quality of learning.

What’s the current situation?

Teachers often use their IWB

Teachers often use ICT in lessons

Pupils see lots of ICT in their lessons

Pupils often use ICT in lessons

ICT opportunities are signposted in the SoW

MPA opportunities are also linked to ICT opportunities

My department know where to find Maths ICT resources from the National Strategy website

Viewers to users

• What needs to be in place to support pupils in this move?

• What are the implications for teaching?

• What could be the department’s cpd needs?

Looking at the Task

Work in pairs for 5 minutes • Open the ‘Data Set’ on the DVD, look at the

extent and range of the data available• Use a piece of blank A3 paper and marker pens

to describe how pupils could go about solving the problem

• Add to this page some specific ICT skills pupils could use in solving this problem

Viewers to users, in this task…

On each table, choose a person who will identify:• one strength for each teacher• one development point for each teacher• an aspect of teaching that could be

developed by the department generally

Remaining people to consider the aspects of mathematics that the task provided opportunities to develop

Use of ICT

What does the use of ICT bring to the task?

Further DVD clips:• Use of ICT• Assessment opportunities• Pupil reflections

But I don’t have a suite of laptops…We can always find reasons for why ICT won’t

work, so what can you do?

How interactively do you use the IWB?What about the rest of the dept?Is there a ‘trolley’ of laptops that you could

borrow?Can you block book the IT rooms?

Graphical calculators? (They are still ICT!)Wireless mouse/keyboard?

But I don’t have a suite of laptops…We can always find reasons for why ICT won’t

work, so what can you do?

How interactively do you use the IWB?What about the rest of the dept?Is there a ‘trolley’ of laptops that you could

borrow?Can you block book the IT rooms?

Graphical calculators? (They are still ICT!)Wireless mouse/keyboard?

Use of ICT

• Allows the development of functionality (!)• Encourages pupils to reason• Independence is promoted, and is valued by

pupils• Makes links between different aspects of maths

How is this different from problem solving?It’s not – but in real life we would often use ICT to

solve problems, so why isn’t it used so widely in the classroom?

Resources

http://nationalstrategies.standards.dcsf.gov.uk/Secondary Mathematics

-Teaching and Learning

Using ICT in MathematicsUsing ICT to address hard to teach

conceptsITP’s

http://nationalstrategies.standards.dcsf.gov.uk/

Resources

ICT resources are split into the maths strands

Updates

Worcestershire KS2 results

06 07 08 09 06 07 08 09

L4+ (%) L5+ (%)

Eng & Ma

70 69 71 71 22 21 18 19

Eng 81 80 80 80 32 33 28 28

Ma 75 75 77 77 33 32 31 35

Eng Ma

2 LP 80 80 77 79 72 72 73 78

Provisional Worcs KS4 results

2005 2006 2007 2008 2009

5A*-C 55 58 60 64 72

5A*-C

inc Eng &Ma43 43 48 48 50

A*-C

Maths48 50 55 55 56

KS2-4 3 LP Maths

50 52 56 58 56

Narrowing the Gap

FSMM/F

LAC

SEN/LDD Ethnicity

National Strategies/DCSF

Parents Project

• Booklet for overview• Booklet of case studies• Suggested activities• Supporting documents

Starting Out pilot

www.earlystemcareers.org

• PGCE/NQT/2nd year teachers• Maths/Science• Apply via website• Choice of support level• LSN on behalf of TDA• No charges• Out of school hours• Additional to school mentors

One-to-One Tuition programmeWorcestershire LA Teacher Advisers

•Alyson Ripley

•Ian MacKenzie

‘There will be a widespread expansion of one-to-one tuition so that all children have the support that in the past has been the preserve of those who can afford to pay for it.’

Children’s Plan, December 2007 ‘Because every child should leave primary school

able to read, write and count, any child who falls behind will not be left behind – but will now have a new guaranteed right to personal catch up tuition.’ Gordon Brown, September 2008

One-to-One Tuition programme

Background and Aims

‘Lessons learned from the pilot will inform the design of a wider individual

tuition programme that will support 600,000 pupils a year in both English

and Maths by 2010/11.’

Background and Aims – National agenda

Worcestershire - 2009/10 2,831

- 2010/11 5,662


• One-to-one • 10 hours Tuition + 2 hours .........• Minimum of one hour per session• Out-of-school hours.• Delivered by a qualified teacher• Agreed pupil progress targets set.• Integrated provision within the school

intervention programme.

Background and Aims


* This selection must not exclude pupils because they are considered harder to reach and/or are considered to have behaviour issues.

Pupil selection criteria• Pupils must be in KS2, KS3 or KS4 in schools

participating in the National Challenge.• Pupils who have entered the key stage in English

and/or Maths below age-related expectations.• Pupils who are falling behind trajectory during the

latter stages of a key stage or those who are not on track to make 2 levels of progress.

• Looked after children who would particularly benefit from this type of support.


Who can benefit from one-to-one tuition?Pupils:• who have been taught a skill but have failed to secure it• who have difficulty grasping a concept and transferring

it into practice• whose learning has been hampered by a previous

misconception• new to English, those with a limited vocabulary or who

have not had much opportunity to participate in sustained talk or reading


Progress to date .......• DCSF Grant – funding has been devolved into all school

budgets.• Schools participating in NC allocated an additional £10,304 =

28 tuition places. • Communication to all schools reiterating funding and allocation

of tuition places.• Communication to all schools outlining criteria for maintaining

funding.• Tutor database .• Edulink space• ‘One-to-One school based lead’ briefing sessions - 14 sessions

to be delivered in clusters.• Tutor training inset – 2 sessions per half term 2009/10.

39


Ofsted

• Are you and your team prepared?

• Know Ofsted expectations• Know the sef• Have a plan• Don’t leave it until the knock on the door

Off the cuff to wardrobe essentials

Developing the curriculum

Off the cuff to wardrobe essentialsPre-task activity• If you have already completed it – discuss on your

tables how the learning was organised, how the students responded, benefits and challenges of the activity

• For those who haven’t tried it yet – have a quick go at the activity. Discuss how you might organise the learning, what the benefits and challenges might be.

• Feedback in 10 mins

Making the links

• What are the links between the ‘dissecting the square’ pre-task and the examination question in terms of:

- range and content- thinking and communication?

• Does completing the pre task with your students mean that they will be able to complete similar examination questions successfully?

Making the links – key points

• One task in Year 8 will not make a measurable difference!

• Strategy needs to be made explicit with students.

• Strategy cards…..do you make these links for your students? Do your staff? How do you know?

• Links have to be made between the strategy for an individual task and how that can be used for a more generic task/exam question.

What needs to change?

• In terms of your students?• In terms of your department?• What does this mean for your role as Head of

maths?

• Fill in the boxes on the A3 sheet• Make any notes for yourself on your own A4

sheet

… your students

They need to develop• independent learning skills• problem solving skills• skills in making links between topics and

subjects

… your department

They need to:• develop a wider range of teaching strategies• share good practice• Model process/functional skills in their

lessons• Make the process/functional skills explicit• Encourage students to take responsibility for

their own learning

Teaching standards excerpt

C6 Have a commitment to collaboration and co-operative working, where appropriate.C26 Plan for progression across the age and ability range they teach, designing effective learning sequences within lessons and across series of lessons informed by secure subject/curriculum knowledge.C30 Teach engaging and motivating lessons informed by well-grounded expectations of learners and designed to raise levels of attainment.C40 Work as a team member and identify opportunities for working with colleagues, managing their work where appropriate and sharing the development of effective practice with them.

… you as Head of maths

You will need to find time to:• Support your staff in making these changes• Encourage them to take risks and try new

things• Provide appropriate CPD• Develop opportunities for collaborative

planning• Encourage mentoring/coaching opportunities

Your role

• Monitor progress of your staff and students• Support students by-• Using student voice to evaluate their

thoughts on the effectiveness of the new strategies

• Acting on the findings to continue to develop a shared vision for maths at your school

What is your vision?

• Where do you want to get to?• How are you planning to get there?• If you implement change with your staff, this

will impact automatically on the students

What could this change look like?• On your tables consider the two drafts of medium

term plans.

• What opportunities and challenges do each present?

• Compare your strategy notes from today’s starter activity, does the MTP pick up on the points we made then?

• Record your discussions on the A3 sheet and be prepared to feedback your thoughts to others.

What could this change look like?• How does this relate to your own situation?

• How are you ensuring thinking and communication skills are being promoted by your staff and used by your students?

• What does that mean for managing and leading your own department?

Leading a department

Leading change: launching your vision

Where are you now?

Do you know what progression looks like?

Supporting your department with next steps• Which strategies from the sheet could you

use to support you?• What can you do in the next four months?

Process skills Always Sometimes Never

Coming soon…SLDM spring, summer dates – have you applied yet?• Tue 9th Feb, Thu 1st July FinstallMathematics: Developing Functionality• Tue 1st DecFinstallMaking an impact with APP (secondary)• Wed 13th Jan Pitmaston (network)Mathematics: Satisfactory to Good and Beyond• Tue 19th Jan Finstall Thu 17th June Rugby ClubNQT package inc. Effective Classroom ManagementStudy Plus next steps (network) Wed 24th Feb

‘Lessons learned from the pilot will inform the design of a wider individual

tuition programme that will support 600,000 pupils a year in both English

and Maths by 2010/11.’

Background and Aims – National agenda

Worcestershire - 2009/10 2,831

- 2010/11 5,662


Documents

14 th October 2009 Subject Leader Development Meeting